Abstract

This paper reports an experience of pre-service teachers using formative evaluation in the design and development of a web-based learning resource (a course assignment). Before the final submission, 16 students had their web-based learning resources reviewed by two pairs of peers in one of the two modes. Four pairs used Camtasia to record their screen movements. The videos were then uploaded to EVA, a video annotation platform, where the students viewed the videos and discussed the peer critiques. The other four pairs did not use either of the technologies. All the students filled out a paper-based review form. An analysis showed that the main changes made after the peer review by those who used EVA were mostly on the clarifications of user instructions and improvement of learning activity design. The changes made by the student who did not use the technologies were on the improvements of interface design and making links to work.